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"5 Simple Ways to Invite Translanguaging -and all its benefits!- Into Your Classroom"

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5 Simple Ways to Invite Translanguaging -and all its benefits!- Into Your Classroom - The All-Access Classroom

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Invite your multilingual learners to use translanguaging for learning! Here are some practical tips to get started!

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You probably agree that Shakespeare's language is very complex. One of the ways I make learning accessible to all students is by asking them to summarize what we read the previous class time. Rather than having them write a journal or have them silent trying to remember the details on their own, I use a Jamboard to give them a visual. The image helps students remember and connect to the reading, while the sticky note feature allows for an informal, non-threatening opportunity to respond in the language they choose. Some students respond in academic English, some in Spanish, and others abbreviate words as they would through a text. Since I am focused on recall, I welcome all responses so long as they are learning.

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FlipGrid allows its users to make short videos. Teachers can use this platform to allow students to use their "voice" and make videos to present information (whether it's informal or more academic).

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Reverb is a great website for students to record audio. We've all had students who are shy responding in front of others, and this allows them to participate vocally without putting them on the spot.

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Free Voice Recording in the Classroom | Reverb Record

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Record your students speaking in the classroom for free using Reverb Record. No registration required.

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Here is a list of books that are culturally relevant and incorporate translingual prose or poetry. They are great to add to your classroom library!

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Here is a list of books that are culturally relevant and incorporate translingual prose or poetry. They are great to add to your classroom library!

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This bilingual book is the perfect introduction for young children to well-loved proverbs in English and Spanish.

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My First Book of Proverbs: Mi Primer Libro de Dichos

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My First Book of Proverbs: Mi Primer Libro de Dichos

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This is a great guide! Language Objectives are what give our students access to information through the use of language (even if it's their native language). This post beautifully gives great advice on how to create one, even offering a template if we struggle at first. Check it out, as well as her other posts! Courtney Morgan's bio says she is an ESL Teacher.

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A post shared by Courtney Morgan | ESL Teacher (@theallaccessclassroom)

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Boche, Benjamin, and Megan Henning. “Multimodal Scaffolding in the Secondary English Classroom Curriculum.” Journal of Adolescent & Adult Literacy, vol. 58, no. 7, [Wiley, International Literacy Association], 2015, pp. 579–90, http://www.jstor.org/stable/44011182.

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One way to promote multimodal assignments while giving the student choice is by using Choice Boards. Check out this idea by Kara Lamb, a teacher from Franklin Central High School. How can we create Choice Boards that take into account our very own student needs?

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Self Portrait Choice Board Created by_ Kara Lamb FCHS

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Travis Byrd is a teacher who is on Tik Tok. He shared a few videos of an end of the year activity he does with his students. In this activity, he has students create a rap video of a math concept they learned throughout the year. The students in this video created a rap song about angles (as you can hear them describe acute angles and how they are less than 90 degrees). This is a great (and alternative) way to assess students using a fun and friendly format!

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Did you know Macbeth has a Twitter account? As your class reads Macbeth, perhaps you can have students create a Twitter Feed for one of the main characters!

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In this mixed-media collection of short stories, personal essays, poetry, and comics, this celebrated group of authors share the borders they have crossed, the struggles they have pushed through, and the two cultures they continue to navigate as Mexican American. Living Beyond Borders is at once an eye-opening, heart-wrenching, and hopeful love letter from the Mexican American community to today’s young readers. (goodreads.com)

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CANAGARAJAH, SURESH. “Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging.” The Modern Language Journal, vol. 95, no. 3, [National Federation of Modern Language Teachers Associations, Wiley], 2011, pp. 401–17, http://www.jstor.org/stable/41262375.

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3 Ways to Speak English
What does it mean to be “articulate"? How does “articulate” change depending on context? As educators, how do we value students' languages? Are non-English languages welcome in our lessons/discussions?
When showing this video to our students, think of the following questions to ask students:

Why does the speaker say she has three languages? What are they?

How many languages do you speak?

How does the speaker know when to use these languages? Is it okay to mix them? Is it okay to use them in all settings?

How do we know when to speak our languages? Does that change depending on who we are with? Why?

*Discuss how you can use languages in the classroom (your guidelines, rhetorical choices, etc.)*

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3 ways to speak English | Jamila Lyiscott

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Ms. Rocha is an ESOL teacher at Donna North High School. She has a Masters in English with a concentration in Rhetoric, Composition, and Literature. She is also currently a part time lecturer of 1301 Rhetoric and Comp in the Writing and Language Studies Program. Ms. Rocha is very passionate about her students, and here are a few things she does in her ESOL classroom to ensure her students feel safe and comfortable, while valuing their language and their acquisition of English. Enjoy!

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Poems and Stories by Gris Munoz
A moving collection of bilingual poetry and short stories rooted in the author's experience as a queer Xicana and based on the defragmentation of cultural and personal memory. The poems and prose pieces examine themes of spirituality, identity and the cultural loss of indigeneity for colonized peoples. (goodreads.com)

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by Eduardo C. Corral - The first book by a Latino poet published in the prestigious Yale Series of Younger Poets
Seamlessly braiding English and Spanish, Corral's poems hurtle across literary and linguistic borders toward a lyricism that slows down experience. He employs a range of forms and phrasing, bringing the vivid particulars of his experiences as a Chicano and gay man to the page. Although Corral's topics are decidedly sobering, contest judge Carl Phillips observes, "one of the more surprising possibilities offered in these poems is joy."

From "Self-Portrait with Tumbling and Lasso"

I'm a cowboy

riding bareback

My soul is

whirling

above my head like a lasso.

My right hand

a pistol. My left

automatic. I'm knocking

on every door.

I'm coming on strong . . . (goodreads.com)

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How can we make our classroom welcoming to our new students?

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“How do we honor the knowledge and linguistic resources all students bring to our courses and programs, while also promoting their growth as writers and language users?”

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“How do we honor the knowledge and linguistic resources all students bring to our courses and programs, while also promoting their growth as writers and language users?”

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Teaching for Agency From Appreciating Linguistic Diversity to Empowering Student Writers ~Shawna Shapiro, Michelle Cox, Gail Shuck, and Emily Simnitt

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Teaching for Agency From Appreciating Linguistic Diversity to Empowering Student Writers

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“If grammar feedback does not guarantee learning, is it fair to hold students accountable?” 

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“If grammar feedback does not guarantee learning, is it fair to hold students accountable?” 

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"Codemeshing implies, in Reiff and Bawarshi’s (2011) words, “boundary crossing” behavior, since the writer explicitly negotiates her prior knowledge and readapts it in different writing scenarios.” 

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"Codemeshing implies, in Reiff and Bawarshi’s (2011) words, “boundary crossing” behavior, since the writer explicitly negotiates her prior knowledge and readapts it in different writing scenarios.” 

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A Conceptualization of Transfer for L2 Multilingual Writing from a Translingual Lens: Codemeshing as Evidence of Transfer ~Cristina Sánchez-Martín

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"Using multimodality as a scaffold, however, can help both teachers and students realize there is more than one way to access challenging material or complex ideas."

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"Using multimodality as a scaffold, however, can help both teachers and students realize there is more than one way to access challenging material or complex ideas."

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Erika Sanchez
Perfect Mexican daughters do not go away to college. And they do not move out of their parents’ house after high school graduation. Perfect Mexican daughters never abandon their family.

But Julia is not your perfect Mexican daughter. That was Olga’s role.

Then a tragic accident on the busiest street in Chicago leaves Olga dead and Julia left behind to reassemble the shattered pieces of her family. And no one seems to acknowledge that Julia is broken, too. Instead, her mother seems to channel her grief into pointing out every possible way Julia has failed.

But it’s not long before Julia discovers that Olga might not have been as perfect as everyone thought. With the help of her best friend Lorena, and her first kiss, first love, first everything boyfriend Connor, Julia is determined to find out. Was Olga really what she seemed? Or was there more to her sister’s story? And either way, how can Julia even attempt to live up to a seemingly impossible ideal? (goodreads.com)

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⭐️ Content and Language Objectives | Quick Template for Lesson Planning

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⭐️ Content and Language Objectives | Quick Template for Lesson Planning